Disability Terminology

Americans with Disabilities Act (ADA) of 1990 –
This Act is intended to eradicate discrimination against certain protected
groups, to "level the playing field" so that everyone has the same access and
opportunity, unhindered by prejudice. This anti-discrimination law is a civil
rights act, not an entitlement program, and is outcome-neutral. Deficits must be
judged relative to the average level of performance within the general
population.

Comprehensive –
Through the use of psycho-educational testing or other means of verifying the
nature and extent of a disability, the documentation or evaluation report should
include the following six components: (1) evidence of the existing impairment,
(2) background information, (3) relevant testing, (4) specific diagnosis, (5)
explanation for ruling out alternative diagnoses, and (6) an integrated summary.

Current –
Evaluation and reported results must have been completed within the past three
years. The report(s) should address the disability being presented by using
methods that are current to the professional practice.

Functional limitations –
What is it about the disability that causes limitations for the student in an academic
environment? This determination involves an analysis of: (1) the nature and
severity of the impairment, (2) the duration of the impairment, and (3) the
permanent or long-term impact of the impairment.

Individuals with Disabilities Education Act (IDEA) of 1975 –
This Act entitles children (K-12) with disabilities to a Free and Appropriate
Education (FAPE) that allows for achievement in a least restrictive environment.
The Act mandates funding to identify children with significant problems, and
provides them with appropriate services to facilitate successful learning.

Major life activities –
Major life activities include functions such as caring for oneself, performing
manual tasks, walking, seeing, hearing, speaking, breathing, learning, and
working.

Post-secondary educational setting –
Post-secondary education is schooling beyond the mandatory requirements of K-12.
Higher education is mandated by Section 504 of the Rehabilitation Act and by the
Americans with Disabilities Act (ADA) of 1990. Procedures and requirements vary
significantly between IDEA and ADA/Section 504.

Psycho-educational assessment –
A battery of tests administered by a qualified professional are conducted to
rule out alternate or co-morbid diagnoses for ADD, ADHD, psychological
disorders, and learning disabilities. The test selection varies based on the
suspected disability. The testing is comprehensive, meaning that it consists of
both aptitude testing and achievement testing with subtest scores included in
the evaluation report. [Psychological Disabilities]

A list of area psychologists who administer psycho-educational testing is
available in Disability Services.

Qualified professional –
A qualified professional is a diagnostician who has extensive training in the
disability areas for which the testing is being done, and direct experience in
the diagnosis and treatment of an adult population.

Reasonable academic accommodations – Reasonable accommodations are based on: (1) the nature of the specific
"functional impairment," and (2) the educational or testing environment in which
the individual will be functioning. Academic accommodations are task-specific
and are meant to eliminate or reduce the impact of the impairment on a
particular activity. Assistive devices or adaptations serve to ease the impact
of the disability on a particular activity. Examples may include ramps, curb
cuts, use of a word processor and /or spell checker, opportunity to tape record
lectures, use of a note taker, having extended test time in a distraction-free
environment, etc.

Section 504 of the Rehabilitation Act of 1973 –
This Act is an anti-discrimination law that applies to public or private schools
receiving federal financial assistance.

Services –
Services may include assistance with time management techniques, study skills,
semester planning, reading strategies, and referral to campus support services.

Substantial impairment –
A substantial impairment is one or more interferences, to a large degree, in a
major life activity that prevent or severely restrict an individual from doing
activities that are of central importance to daily life. As defined by the EEOC,
"An individual is not substantially limited in a major life activity if the
limitation does not amount to a significant restriction when compared with the
abilities of the average person."

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